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Evaluating the Influence of Formative and Summative Assessments on EFL Learners’ Listening and Reading Comprehension | ||
| Journal of English Language Teaching and Learning | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 27 فروردین 1404 | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22034/elt.2025.66221.2763 | ||
| نویسندگان | ||
| Mohammad Bahrami1؛ Reihane Shoghi* 2؛ Amir Mahshanian3 | ||
| 1Medical University of Isfahan, Department of Management and Information | ||
| 2Department of English Language and Literature, Faculty of Foreign Languages, University of Isfahan, Isfahan, Iran | ||
| 3Department of English Language and Literature, Faculty of Foreign Languages, Isfahan, Iran | ||
| چکیده | ||
| This study investigates the effects of summative, formative, and combined assessments on the development of listening and reading comprehension skills in advanced Iranian EFL learners. Data were collected from 40 participants divided into three experimental groups, each receiving one of the assessment types (summative, formative, or a combination of both), along with a control group. Learners’ progress in listening and reading comprehension was measured over a four-month period using pre- and post-tests administered at the end of the term. Data analysis involved ANOVA, ANCOVA, and post hoc LSD tests. The findings of this longitudinal study revealed that while the combined application of formative and summative assessments had a significant positive impact on listening comprehension, neither assessment type alone contributed to improvement in this area. In contrast, the results showed that all forms of assessment—whether summative, formative, or combined—led to notable improvements in reading comprehension. These results highlight the differential effects of assessment types on listening and reading skills, suggesting implications for assessment practices in EFL contexts. | ||
| کلیدواژهها | ||
| formative assessment؛ summative assessment؛ listening comprehension؛ reading comprehension | ||
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آمار تعداد مشاهده مقاله: 37 |
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